Title: Let's Take a Look at the Parts of a Plant Grade Level: 2nd Subject Area: Science Time Frame (when, duration):4th Quarter:It will take us about 12 days to complete this project.
Description
Summer: Complete the first four sections Workshops: Complete the entire proposal
Summary of Unit A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
As learners we will be using digital technology to explore a variety of plants their parts and the parts function.
Essential Questions What will guide student
inquiry?
Can you name and identify the parts of a plant?
What is the function of each plant‘s part?
How do we use the parts of a plant?
What examples can you find that shows a variety of plants and their parts?
Compare and contrast different parts of a plant?
Academic Standards Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
Science: Strand 4 Life Science, Concept 4 Diversity, Adaptation and Behavior.
Strand 2 History and Nature of Science, Concept 2 Nature of Scientific Knowledge, PO.2 Identify characteristics of a system.
STANDARD 4:TECHNOLOGY COMMUNICATIONS TOOLS Building on productivity tools, students will collaborate, publish, and interact with peers, experts and other audiences using telecommunications and media.
4T-F1.Communicate with others using telecommunications, with support from teachers, family members or student partners
PO 1.Communicate information electronically with support from teachers, family members or student partners (e.g., e-mail, videoconferencing, Web page)
4T-F2.Use technology tools for individual and collaborative communication activities to share products with audiences inside and outside the classroom
PO 1.Plan, design, and present an academic product to classroom or community (e.g., slide show, progressive story, drawings, story illustrations, video production, digital images)
Science: Strand 4 Life Science, Concept 4 Diversity, Adaptation and Behavior.
Strand 2 History and Nature of Science, Concept 2 Nature of Scientific Knowledge, PO.2 Identify characteristics of a system.
STANDARD 4:TECHNOLOGY COMMUNICATIONS TOOLS Building on productivity tools, students will collaborate, publish, and interact with peers, experts and other audiences using telecommunications and media.
4T-F1.Communicate with others using telecommunications, with support from teachers, family members or student partners
PO 1.Communicate information electronically with support from teachers, family members or student partners (e.g., e-mail, videoconferencing, Web page)
4T-F2.Use technology tools for individual and collaborative communication activities to share products with audiences inside and outside the classroom
PO 1.Plan, design, and present an academic product to classroom or community (e.g., slide show, progressive story, drawings, story illustrations, video production, digital images)
Science: Strand 4 Life Science, Concept 4 Diversity, Adaptation and Behavior.
Strand 2 History and Nature of Science, Concept 2 Nature of Scientific Knowledge, PO.2 Identify characteristics of a system.
STANDARD 4:TECHNOLOGY COMMUNICATIONS TOOLS Building on productivity tools, students will collaborate, publish, and interact with peers, experts and other audiences using telecommunications and media.
4T-F1.Communicate with others using telecommunications, with support from teachers, family members or student partners
PO 1.Communicate information electronically with support from teachers, family members or student partners (e.g., e-mail, videoconferencing, Web page)
4T-F2.Use technology tools for individual and collaborative communication activities to share products with audiences inside and outside the classroom
PO 1.Plan, design, and present an academic product to classroom or community (e.g., slide show, progressive story, drawings, story illustrations, video production, digital images)
Student Outcomes What will students learn
and do?
Student will have a unique, positive collaborative experience with their peers, using technology skills to create a photo-story about a variety of plants their parts and the function of each part.
Assessment Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
Project Overview
Title: Let's Take a Look at the Parts of a Plant
Grade Level: 2nd
Subject Area: Science
Time Frame (when, duration):4th Quarter:It will take us about 12 days to complete this project.
Description
Summer: Complete the first four sections
Workshops: Complete the entire proposal
Arizona Content Standards may be found at:
http://www.ade.state.az.us/standards/contentstandards.asp
Language from Bloom's Taxonomy for describing student outcomes may be found at:
http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm
A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
What will guide student
inquiry?
What is the function of each plant‘s part?
How do we use the parts of a plant?
What examples can you find that shows a variety of plants and their parts?
Compare and contrast different parts of a plant?
Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
Strand 2 History and Nature of Science, Concept 2 Nature of Scientific Knowledge, PO.2 Identify characteristics of a system.
STANDARD 4:TECHNOLOGY COMMUNICATIONS TOOLS
Building on productivity tools, students will collaborate, publish, and interact with peers, experts and other audiences using telecommunications and media.
4T-F1.Communicate with others using telecommunications, with support from teachers, family members or student partners
PO 1.Communicate information electronically with support from teachers, family members or student partners (e.g., e-mail, videoconferencing, Web page)
4T-F2.Use technology tools for individual and collaborative communication activities to share products with audiences inside and outside the classroom
PO 1.Plan, design, and present an academic product to classroom or community (e.g., slide show, progressive story, drawings, story illustrations, video production, digital images)
Science: Strand 4 Life Science, Concept 4 Diversity, Adaptation and Behavior.
Strand 2 History and Nature of Science, Concept 2 Nature of Scientific Knowledge, PO.2 Identify characteristics of a system.
STANDARD 4:TECHNOLOGY COMMUNICATIONS TOOLS
Building on productivity tools, students will collaborate, publish, and interact with peers, experts and other audiences using telecommunications and media.
4T-F1.Communicate with others using telecommunications, with support from teachers, family members or student partners
PO 1.Communicate information electronically with support from teachers, family members or student partners (e.g., e-mail, videoconferencing, Web page)
4T-F2.Use technology tools for individual and collaborative communication activities to share products with audiences inside and outside the classroom
PO 1.Plan, design, and present an academic product to classroom or community (e.g., slide show, progressive story, drawings, story illustrations, video production, digital images)
Science: Strand 4 Life Science, Concept 4 Diversity, Adaptation and Behavior.
Strand 2 History and Nature of Science, Concept 2 Nature of Scientific Knowledge, PO.2 Identify characteristics of a system.
STANDARD 4:TECHNOLOGY COMMUNICATIONS TOOLS
Building on productivity tools, students will collaborate, publish, and interact with peers, experts and other audiences using telecommunications and media.
4T-F1.Communicate with others using telecommunications, with support from teachers, family members or student partners
PO 1.Communicate information electronically with support from teachers, family members or student partners (e.g., e-mail, videoconferencing, Web page)
4T-F2.Use technology tools for individual and collaborative communication activities to share products with audiences inside and outside the classroom
PO 1.Plan, design, and present an academic product to classroom or community (e.g., slide show, progressive story, drawings, story illustrations, video production, digital images)
What will students learn
and do?
Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
(e.g., content,
technology, etc.)
- Steps in the process
- Responsibilities
- Guiding
- Questions
- Student products
- Computers
- Software
- URLs
- ameras
- Presentation Device
- Handouts, Books
- Supplies, Other
- Location
- Teacher / Student roles
- Group Dynamics
- Interactions with experts,
other educators, etc.,
if applicable
Special Ed, Gifted, ELL